Multicultural classrooms and cultural communities of teachers |
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| Authors: | Kathryn A Davis |
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| Institution: | 1. Department of Psychology, University of Michigan, United States;2. Centre for Evidence-based Social Intervention, Department of Social Policy and Intervention, University of Oxford, UK;3. Department of Psychiatry and Mental Health, University of Cape Town, South Africa;1. Kyushu Sangyo University, Language Education Research Centre, Japan;2. The University of Sydney, Faculty of Education and Social Work, Australia;3. The University of Hong Kong, Centre for the Enhancement of Teaching and Learning, Hong Kong |
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| Abstract: | This paper addresses issues of teacher adoption of culturally responsive pedagogy through reporting data from a 2-year ethnographic study of a teacher education program located in the U.S.A. The research findings reveal that preservice teachers experience and ultimately adopt a meritocratic and hegemonic system of schooling in which academic performance is viewed in terms of individual abilities and based on mainstream norms. The study suggests that, for substantive changes to take place in multicultural classrooms, teacher educators need to engage in the kind of critical examination which will lead to curricular reform intended to foster alternatives to hegemonic experiences and beliefs. |
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